Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
COMM5 Instructor Manual Chapter 16
16-1
Chapter 16
Informative Speaking
Goal: To understanding how to select, organize, and present an informative speech
Overview: This chapter focuses on three characteristics of informing, presents five
methods of informing, and discusses two common types of informative speeches with
examples for each.
Learning Outcomes
16-1 Identify the characteristics of effective informative speaking
16-2 Employ the methods of informing in your speeches
16-3 Create both process and expository informative speeches
Key Terms
Antonym
Comparison and contrast
Creative
Definition
Demonstration
Description
Expository speech
Informative speech
Intellectually stimulating
Narration
Process speech
Productive thinking
Synonym
Figures and Tables
Figure 16.1 Techniques for Making Informative Speeches Memorable
Figure 16.2 Topic Ideas for Expository Speeches about Political, Economic, Social, Religious,
or Ethical Issues
Figure 16.3 Topic Ideas for Expository Speeches about Historical Events and Forces
Figure 16.4 Topic Ideas for Expository Speeches about Theories, Principles, or Laws
Figure 16.5 Topic Ideas for Expository Speeches about Creative Works
Figure 16.6 Informative Speech Evaluation Checklist
Chapter Outline
I. Characteristics of effective informative speaking
A. Intellectually stimulating
1. Provide information that is new to the audience members
2. Tap into the audience’s natural curiosity
3. Develop new angles if your audience is familiar with your topic
B. Relevant
1. Don’t assume listeners will realize how a speech is relevant to them
2. Listener relevance links: statements that tell listeners how a speech relates to
them
C. Creative: using information in a way that yields different or original ideas and
insights
1. Gather ample high quality information
2. Give yourself enough time for creativity
COMM5 Instructor Manual Chapter 16
16-2
3. Productive thinking: thinking that occurs when we contemplate something from a
variety of different perspectives
4. Productive thought can develop alternative ways to emphasize the same point
D. Memorable
1. Use visual aids
2. Repeat important words and ideas
3. Use transitions to guide audience thinking
4. Use humor to stress key points
5. Create memory aids for your audience
a. Mnemonics: a system of improving memory by using formulas
b. Acronyms: words formed from the first letter of a series of words
E. Learning styles
1. Feeling dimension: Evoke emotions
2. Watching dimension: ask listeners to view something
3. Thinking dimension: use statistics and other factual information
4. Doing dimension: Ask listeners to do something during or after the speech
II. Methods of informing
A. Description: the method used to create an accurate, vivid verbal picture of an object,
geographic feature, setting, or image
1. Describe size subjectively or objectively
2. Describe shape by reference to common geometric forms
3. Describe weight subjectively or objectively
4. Describe color by coupling a basic color with a common familiar object
5. Describe composition by indicating what it is made of or what it appears to be
6. Describe age and condition
7. Describe spatially using an organization pattern
B. Definition: a method of informing that explains something by identifying its meaning
1. Define by classification and differentiation: giving boundaries of the idea and
focusing on the single feature that is different from others
2. Define by explaining the history or derivation of a particular word
3. Define by use or function: explaining the use or function of the object or idea
4. Define by using a familiar synonym or antonym
a. Synonym: a word that has the same or similar meaning
b. Antonym: a word that is a direct opposite
C. Comparison and contrast: a method that explains something by focusing on how it is
similar and different from other things
D. Narration: a method that explains something by recounting events
1. Orient the listener
2. Explain the sequence of events that led to a complication or problem
3. Discuss how the complication or problem affects the key people
4. Recount how the complication or problem was solved
5. Decide on first-, second-, or third-person voice
E. Demonstration: a method that shows how something is done by dissolving the
COMM5 Instructor Manual Chapter 16
16-3
stages of a process, or by depicting how something works
1. Expertise with topic is critical
2. Organize the steps into a time-ordered hierarchy
3. Show all or part of the process, preparing certain steps in the process ahead of
time if necessary
4. Effective demonstrations require practice
III. Common informative patterns
A. Process speeches
1. Goal: demonstrate how something is done, is made, or works
2. Steps must be grouped and explained
3. Based on demonstration, it is common to use visual aids, a full or modified
demonstration, or both
B. Expository speeches
1. Goal: provide carefully researched, in-depth knowledge about a complex topic
2. Requires extensive research
3. Uses an organizational pattern best suited to the material
4. Uses various methods of informing for developing material
5. There are various types of expository speeches
a. Political, economic, social, religious, or ethical issues
b. Historical events and forces
c. Theory, principle, or law
d. Creative work
Technology Resources
A Theory about Genius
http://creativethinking.net/a-theory-about-genius/#sthash.IRVsOQEj.dpbs Creativity expert
Michael Michalkos explains techniques that can help stimulate “productive” rather than
“reproductive” thought.
Change Agents
http://www.accessmylibrary.com To analyze a speech for its use of emphasis, use
AccessMyLibrary.com (free with registration) to find the article “Characteristics of Change
Agents” by Billy O. Wireman.
Movies
Legally Blonde (2001)
Rated: PG-13 (Profanity, sexual situations)
Synopsis: Sorority girl Elle Woods is in her senior year of college when her boyfriend,
Warner Huntington III, asks her to dinner. She expects him to propose, but instead he
breaks up with her, citing his plans to attend law school at Harvard. Elle is not so easily
deterred and begins to make plans to attend Harvard herself. She makes an unorthodox
admissions video and does surprisingly well on the LSATS, and soon finds herself at
Harvard, where she is determined to win Warner back as well as prove herself to be a
capable lawyer.
Questions for discussion
COMM5 Instructor Manual Chapter 16
16-4
1. The final graduation speech delivered by Elle was creative and emphatic. What examples
of these principles can you find in her speech?
2. If you were to give Elle’s graduation speech, what elements might you have added to
make it a more effective and dramatic speech?
Great Speeches: Volume XV (2000)
1. These are great examples of informative speeches that are far from boring. Why are
these speeches interesting and considered great?
2. How was creativity used in these speeches?
3. What examples of short or extended definitions did you hear in these speeches?
Additional suggested movies: Student Speeches for Critique and Analysis video or DVD:
“How to Become a Successful Business Person” by Husam Al- Khirbash, San Joaquin Delta
Community College, Stockton, California (6:20); “Impressionistic Painting,” adapted and
presented by Chris Lucke, San Francisco State University, San Francisco, California,
originally written by Wendy Finkleman, University of Cincinnati, Cincinnati, Ohio (5:56);
“Educational Requirements to Become a Pediatrician” by Ganiel Singh, San Joaquin Delta
Community College, Stockton, California (3:43)
Other Media Resources
1. History.com’s video gallery of famous speeches
http://www.history.com/speeches
2. The History Place: Great Speeches Collection
http://historyplace.com/speeches/previous.htm
3. American Rhetoric online speech bank
http://www.americanrhetoric.com/
Discussion and Assignment Ideas
I. Can you think of other areas in which divergent thinking (thinking that occurs when we
contemplate something from a variety of different perspectives) has helped us make
advances in the medical, business, and scientific fields? What about in the social
sciences? What about regarding environmental issues? What circumstances allowed for
this type of divergent thinking to take hold?
II. Quotes: These can be used to introduce topics, questions perspectives, or gain
individual opinion. Providing students with a quote and prompting them to write or
reflect on their personal feelings about the quote can help to spark discussion and
interest. Suggested prompts may include “Define this concept in your own words”; “Do
you agree with this statement? Explain”; “What text material can be used to support or
refute this idea?”
To live a creative life, we must lose our fear of being wrong.
—Joseph Chilton Pearce
The creation of something new is not accomplished by the intellect but by the play-
instinct acting from inner necessity. The creative mind plays with the objects it loves.
—Carl Jung
COMM5 Instructor Manual Chapter 16
16-5
III. Various cultural groups use narrative as the primary mechanism of informing. Tell a
story you heard as a child that served to inform you. Did it generally follow the
requirements for an informative speech?
Sample Informative Speeches
This section presents three sample expository speech speeches prepared by students in an
introductory speaking course. Videos of both speeches are available at
www.cengagebrain.com.
Making Ethanol
by Louisa Greene*
*Used with permission of Louisa Greene.
This section presents a sample expository speech adaptation plan, outline, and transcript
given by a student in an introductory speaking course.
1. Review the outline and adaptation plan developed by Louisa Greene in preparing her
speech on ethanol.
2. Then read the transcript of her speech.
3. Use the Informative Speech Evaluation Checklist to help you evaluate this speech.
4. Write a paragraph of feedback to Louisa, describing the strengths of her presentation
and what you think she might do next time to be more effective.
Adaptation Plan
1. Speaking directly to the audience: I will begin my speech by asking the audience a
question. Throughout the speech I will refer to the audience’s previous knowledge and
experience.
2. Building credibility: Early in the speech I will tell the audience about how I got
interested in ethanol when I built a still as a science fair project in high school. I will also
tell them that I am now a chemical engineering major and am hoping to make a career
in the alternative fuel industry.
3. Getting and maintaining interest: Because my audience is initially unlikely to be
interested in how to produce ethanol, I will have to work hard to interest them and to
keep their interest throughout the speech. I will try to gain their interest in the
introduction by relating the production of ethanol, the fuel, to the production of “white
lightning,” the illegal alcohol, which might be of more interest to the average college
student. Throughout the speech, I will use common analogies and metaphors to explain
the complex chemical processes. Finally, I will use a well-designed PowerPoint
presentation to capture attention.
4. Facilitating understanding: Throughout the speech I will use analogies and
metaphors and simple language to help the audience understand complex technical and
chemical processes. I will use transitions and signposts to differentiate the steps in the
process. The PowerPoint slides will provide a visual reinforcement for each step.
5. Increasing retention: Early in the speech I will give a brief overview of the four-step
process used to make ethanol. Then as I speak about each step, I will use color-coded
PowerPoint slides with headers to reinforce the step being discussed. Finally, I will
review the steps twice during my conclusion.
Commented [JB1]: Tricia, Okay to retain?
COMM5 Instructor Manual Chapter 16
16-6
Speech Outline
General goal: To inform
Specific goal: I want my audience to understand the process for making ethanol from
corn.
Introduction
I. Did you know that cars were originally designed to run on ethanol?
A. Henry Ford was an ethanol enthusiast.
B. In World War II about 75% of German and American military vehicles were powered
by ethanol.
C. In 1978 Robert Warren built a still to produce what he called “liquid sunshine,” which
you may know as ethanol.
II. Both moonshine and ethanol are easily produced using the same method since both are
pure or almost pure alcohol.
III. Today, I’m going to explain to you the commercial process that turns corn into alcohol.
Thesis statement: The four steps in the commercial process of making ethanol are first,
preparing the corn by making a mash; second, fermenting the mash by adding yeast to
make beer; third, distilling the ethanol from the beer; and fourth, processing the remaining
whole stillage to produce co-products such as animal feed. (Slide 1. Shows the four-step
flow process)
Body
I. The first step in the commercial process of making ethanol, preparing the mash, has two
parts: milling the corn and breaking the starch down into simple sugars. (Slide 2. Title:
Preparation. Shows corn flowing from a silo into a hammer mill and then into a holding
tank where yeast is added)
A. The corn is emptied into a bin and passes into a hammer mill where it is ground into
coarse flour.
B. After milling the corn flour, a starch, must be broken down so that it becomes simple
sugars by mixing in water and enzymes to form thick liquid called slurry.
1. First the water and corn flour are dosed with the enzyme alpha-amylase and
heated.
2. Then the starchy slurry is heated to help the enzyme do its work.
3. Later gluco-amylase, is added to finish the process of turning the starch to simple
sugar.
II. The second step of the commercial process for making ethanol is fermenting the slurry
or mash by adding yeast. (Slide 3. Title: Fermentation. Shows yeast added to the mash
in a fermenter and carbon dioxide being released to form “beer”)
A. The mash remains in the fermenters for about 50 hours.
B. As the mash ferments, the sugar is turned into alcohol and carbon dioxide.
III. The third step of the commercial process for making ethanol is distilling the fermented
mash, now called “beer” by passing it through a series of columns where the alcohol is
removed from the mash. (Slide 4. Title: Distillation of Ethanol. Animated slide showing
beer flowing into distillation tank, heat being applied to the beer, ethanol vapors being
released and captured in a condenser)
A. Distillation is the process of boiling a liquid and then condensing the resulting vapor
in order to separate out one component of the liquid.
B. In most ethanol production, distillation occurs through the use of cooling columns.
C. Once the ethanol has reached the desired purity or proof, it is denatured to be made
undrinkable.
IV. The fourth step in commercial production is converting the remaining whole stillage into
COMM5 Instructor Manual Chapter 16
16-7
co-products.(Slide 5. Title: Co-product. Shows a tank with remaining whole solids
flowing into a condenser with output flowing into a bin of animal feed)
Conclusion
I. As you can see, producing ethanol is a simple four-step process: preparing the corn into
a slurry or mash, fermenting the slurry into “beer,” distilling the “beer” to release the
ethanol, and processing the remaining water and corn solids into co-products. (Slide 6:
Same as Slide 1)
II. With today’s skyrocketing gas prices, you can see why this simple process of making
liquid sunshine has resulted in an increase of ethanol plants so that cars that can use E-
85 fuel.
Works Cited
DENCO. (n.d.). Tour the plant. Retrieved from
http://www.dencollc.com/DENCO%20WebSite_files/Tour.htm.
Northwest Iowa Community College Business and Industry Center. (2004, May 7). Module
2: Science and technology. Ethanol. . Retrieved from
http://www.nwicc.com/pages/continuing/business/ethanol/Module2.htm.
Renewable Fuels Association. (n.d.). The industry—Statistics. Retrieved from
http://www.ethanolrfa.org/industry/statistics/.Tham, M. T. (1997). Distillation” An
introduction. Retrieved from http://lorien.ncl.ac.uk/ming/distil/distil0.htm.
Warren, Robert. “Make your own fuel.” http://running_on_alcohol.tripod.com/index.html.
Last updated 8/18/2006. Accessed 2:30 p.m. CDT 7/3/2007.
Evaluation Checklist
1. Was the specific goal appropriate for a process explanation speech?
2. Did the speaker show personal expertise with the process?
3. Did the speaker emphasize the process steps?
4. Did the speaker have good presentational aids that helped explain the process?
5. If the speaker demonstrated the process, or parts of the process, was the demonstration
fluid and skillful?
6. Could the audience easily see the presentational aids or demonstration?
7. Were the demonstration or presentational aids important to understanding the main
ideas?
8. Did the speaker adequately answer the overarching question of how to do it, how to
make it, or how it works?
9. Was the specific goal clear?
10. Was the introduction effective in creating interests and introducing the process to be
explained?
11. Was the macrostructure easy to follow?
12. Was the language clear, vivid, and appropriate?
13. Was the conclusion effective in summarizing the steps and clinching?
14. Was the speaker’s voice intelligible, expressive, and conversational?
15. Was the speaker’s use of facial expressions, gestures, and movement appropriate?
16. Based on these criteria, evaluate the speech as:
excellent
good
satisfactory
fair
poor
COMM5 Instructor Manual Chapter 16
16-8
The Three C’s of Down Syndrome
Adapted from a speech by Elizabeth Lopez, Collin County Community College
1. Review the outline and adaptation plan developed by Elizabeth Lopez in preparing her
speech on Down syndrome.
2. Then read the transcript of Elizabeth Lopez’s speech.
3. Use the Expository Speech Evaluation Checklist from Figure 16.3 to help you evaluate
this speech.
4. Write a paragraph of feedback to Elizabeth Lopez, describing the strengths of her
presentation and what you think she might do next time to be more effective.
Adaptation Plan
1. Key aspects of audience. Because audience members have probably seen someone
with Down syndrome but don’t really know much about it, I will need to provide basic
information.
2. Establishing and maintaining common ground. My main way of establishing common
ground will be by using inclusive personal pronouns (we, us, our).
3. Building and maintaining interest. I will build interest by pointing out my personal
relationship and interest in Down syndrome and through the use of examples.
4. Audience knowledge and sophistication. Because most of the class is not familiar
with Down syndrome, I will provide as much explanatory information as I can.
5. Building credibility. Early in the speech, I will demonstrate credibility by
mentioning my volunteer experience, educational background, and most
importantly, my daughter, who has Down syndrome.
6. Audience attitudes. I expect my audience to be curious about Down syndrome, but
probably uncomfortable with the idea of interacting with people who have the syndrome.
So, I will give them information to help them become more knowledgeable and, I hope,
less fearful.
7. Adapt to audiences from different cultures and language communities. Although
the audience is diverse and because Down syndrome occurs in all ethnic groups and in
both sexes, I won’t do anything specific to adapt.
8. Use visual aids to enhance audience understanding and memory. I will use several
PowerPoint slides to highlight Down syndrome characteristics.
Speech Outline: The Three C’s of Down Syndrome
General purpose: To inform
Speech goal: In this speech, I am going to familiarize the audience with the three C’s of
Down syndrome: its causes, its characteristics, and the contributions people with Down
syndrome make.
Introduction
I. In our lifetime, we will encounter many people who, for a variety of reasons, are
“different.”
II. Today I want to speak to you about one of those differences—Down syndrome.
III. Why do I want to talk about this topic? Because I have a daughter who has Down
syndrome.
IV. In this speech, I will discuss with you the three C’s of Down syndrome. (Slide 1: Causes,
Characteristics, and Contributions)
Body
I. To begin, let it be understood what causes Down syndrome.
A. Although Down syndrome is a genetic condition, it is not hereditary.
COMM5 Instructor Manual Chapter 16
16-9
1. People with Down syndrome have 47 chromosomes instead of the normal 46
(www.nads.org).
2. This extra chromosome is caused by a random error in cell division within
chromosome 21 prior to conception. (Slide 2: Chromosome 21)
3. Although individuals do not inherit the mutant chromosome 21, so neither parent
is to blame, once a couple has a child with Down syndrome, the likelihood of
reoccurrence with the same two parents is increased. (Slide 3: Genetic but Not
Inherited)
B. There are approximately 350,000 people living in the U.S. with Down syndrome.
1. Down syndrome occurs in one of every 800 live births, and an unknown number
of fetuses with Down syndrome are aborted each year.
2. Women over the age of 35 are most likely to produce chromosome 21–altered
eggs, but most children with Down syndrome are born to younger mothers
because younger women have a greater percentage of babies.
Transition: Now that you know what causes Down syndrome, I want to describe the key
physical and mental differences that people with this syndrome have.
II. People with Down syndrome differ from others both physically and mentally.
A. People with Down syndrome look different, and this syndrome also can create a
number of physical health problems. (Slide 4: Characteristics: Physical and Health
Differences)
1. The major physical differences are facial, such as a flat face, slanted eyes, and a
large tongue in conjunction with a small mouth, but people with Down syndrome
also experience low muscle tone.
2. The major health concerns include heart defects, hearing loss, vision loss, and a
weaker immune system.
B. Second, people with Down syndrome are also mentally different, experiencing
developmental delays, cognitive impairments, and emotional precociousness. (Slide
5: Characteristics)
1. The delayed developmental characteristics of Down syndrome are speech,
cognitive, and motor skills.
2. The cognitive developmental characteristics of children with Down syndrome are
varied among children with Down syndrome.
3. People with Down syndrome are emotionally precocious.
Transition: Now that you understand what Down syndrome is and how people with the
syndrome differ from others, I would like to explain the special and unique ways that people
with Down syndrome contribute to others.
III. People with Down syndrome positively affect their families and communities. (Slide 6:
Contributions)
A. What are the positive contributions people with Down syndrome make in families?
1. Families with a child who has Down syndrome often include a tighter marriage
and more compassionate siblings.
2. Families with a child who has Down syndrome also tend to experience a higher
degree of acceptance in their communities.
B. People with Down syndrome contribute to their communities.
1. Children with Down syndrome who are mainstreamed in classrooms teach their
peers to value differences.
2. Many adults with Down syndrome in the workplace are role models of dedication
and perseverance.
COMM5 Instructor Manual Chapter 16
16-10
Conclusion
I. To review, now you know that Down syndrome is caused by a preconception change in
chromosome 21 that causes people with Down syndrome to be physically and mentally
different, and you also know that many people with Down syndrome make positive
contributions to society.
II. So, the next time you encounter someone with Down syndrome, I hope you’ll remember
what you have learned so you can enjoy getting to know this person rather than being
afraid.
Works Cited
Faragher, R. Down syndrome: it’s a matter of quality of life. Journal of Intellectual Disability
Research, October 2005, 49:761–765. Academic Search Premier. EBSCOE Host
Research Databases. Collin County Community College District. Accessed October 7,
2005 at www.web27.epnet.com.
Helders, Paul. Children with Down syndrome. 2005: 141. Academic Search Premier.
EBSCOE Host Research Databases. Collin County Community College District. Accessed
October 7, 2005 at www.web27.epnet.com.
“Information and Resources,” National Down Syndrome Society. Accessed October 7, 2005
at www.ndss.org.
National Association for Down syndrome. Accessed October 7, 2005 at www.nads.org.
Rietveld, Christine. Classroom learning experiences by new children with Down syndrome. Journal of
Intellectual and Developmental Disability, September 2005, 30:127–138. Academic Search
Premier. EBSCOE Host Research Databases. Collin County Community College District. Accessed
October 7, 2005 at www.web27.epnet.com.
Evaluation Checklist
1. Was the goal of the speech clear?
2. Did the speaker have high-quality information?
3. Did the speaker use a variety of kinds of developmental material?
4. Were the visual aids appropriate and well used?
5. Di the speaker establish common ground and was the content of the speech adapted to
the audience’s interests, knowledge, and attitudes?
6. Did the speaker’s introduction gain attention, goodwill, and lead into the speech?
7. Were the speaker’s main points clear, parallel, and in meaningful, complete sentences?
8. Did the speaker’s transitions lead smoothly from one point to another?
9. Did the speaker’s conclusion tie the speech together?
10. Was the language clear?
11. Was the language vivid?
12. Was the language emphatic?
13. Did the speaker sound enthusiastic?
14. Did the speaker show sufficient vocal expressiveness?
15. Was the speaker’s presentation spontaneous?
16. Was the speaker’s presentation fluent?
17. Did the speaker look at the audience?
18. Were the speaker’s pronunciation and articulation acceptable?
19. Did the speaker have good posture?
20. Was the speaker’s movement appropriate?
21. Did the speaker have sufficient poise?
22. Evaluate the speech:
Excellent
Good
COMM5 Instructor Manual Chapter 16
16-11
Satisfactory
Fair
U.S. Flag Etiquette
Adapted from a speech by Cindy Gardner.
Speech Outline: U.S. Flag Etiquette
Speech Goal: To inform my audience about the rules and regulations for handling the U.S.
flag.
Thesis Statement: The flag, a symbol of much that is great about this nation, should be
hung, handled, and folded in a specific manner.
Introduction
I. The flag is the symbol of our national endeavor, our aspirations, our unity. The flag tells
of the struggle for independence, for our union preserved, and for the sacrifices of brave
men and women to whom the ideals and honor have been dearer than life.” This is a
quote from Charles Hughes, a teacher of flag etiquette.
(capture attention and reveal topic with a quote)
A. The U.S. flag is more than a piece of material; it symbolizes all that is great in this
nation.
B. In the wake of the recent tragedies in New York and Washington, D.C., many feel the
flag represents humanity, liberty, and justice.
II. Today I would like to educate you on how to display the flag, some important rules to
remember when using the flag, and how to fold it. (internal preview)
Body
I. When hanging a flag, it is important to remember its symbolism and significance and
hang it in a specific manner.
A. Each part of the flag has a specific meaning that symbolizes patriotic ideas.
1. The red stripes stand for blood and the fearless courage of those who gave their
lives for our country.
2. The white stripes represent purity and faith.
3. The blue field represents heaven and our courage.
4. Each star represents one state of the union.
B. There are many rules and regulations regarding how to hang the flag.
1. When displaying the flag when it is not on a staff, place the union (blue field and
stars) at the uppermost left corner.
2. When hanging the flag at an angle from the side of a building, place the union to
the top of the staff unless the flag is flown at half-staff.
3. When flown with other flags, the U.S. flag is always the uppermost flag.
a. It should always be to the speaker’s right.
b. If you are viewing it from the audience, it should be to your left.
Transition: I have given you tips on how to hang the flag, and now I would like to explain
some rule regarding its use.
II. Flag etiquette is more than just stories told from generation to generation.
A. The United States has developed a special code regarding its use: Title 36, Chapter
10.
COMM5 Instructor Manual Chapter 16
16-12
B. The U.S. Code states that when a flag is no longer fit for display, it should be
destroyed in a dignified way, preferably by burning.
C. According to the Rocky Mountain News, September 2001, “The flag should only be
displayed from sunrise to sunset unless you have a spotlight on it.”
D. It should never be used as clothing or a costume.
E. In honor of the flag, we place our right hand over our heart and face the flag during
the national anthem.
Transition: Now that I have explained some rules regarding the flag, you might be
wondering what to do when you are done using it.
III. When putting the flag away, you fold it in such a way that each fold represents
something.
A. First, fold the flag in half from bottom to top to represent life.
B. Second, fold it in half again to symbolize eternal life.
C. Third, begin folding the flag in a triangle in remembrance of our veterans.
D. The fourth fold represents our trust in God.
E. The fifth fold is a tribute to our country.
F. The sixth fold represents where our heat lies when we way the Pledge of Allegiance.
G. The seventh is a tribute to our armed forces.
H. The eighth fold is to the one who entered the valley of the shadow of death.
I. The ninth is a tribute to our womanhood, who have given us sons and daughters.
J. The tenth is a tribute to our fathers.
K. The second to last fold is the eyes of our Hebrew citizens.
L. And the last one is a tribute to our Christian and glorifies the Father, the Son, and
the Holy Ghost.
M. Lastly you tuck the flag in, and there should be four stars remaining on the front.
This symbolizes “In God we trust.”
Conclusion
I. I hope you have found some valuable information in my speech. (internal summary)
A. When we look at the flag, it is important to remember the rules regarding it and why
they are there.
B. The flag stands for something different to every person and so is to be respected.
II. Today I talked about how to display the flag, the rules regarding its use, and how to fold
it.
A. When hanging the flag, the union and its position are most important.
B. The U.S. Code is helpful in deciding how to use the flag respectfully.
C. When finished using it, it is proper to fold the flag, with each fold representing
something different.
III. I would like to end with a quote from the poem My Name is Old Glory: “But my finest
hour comes when I am torn into strips to be used [as] bandages for my wounded
comrades on the field of battle, and when I lie in the trembling arms of a grieving
mother at the grave site of her fallen son [or daughter].”
Works Cited
Butchko, Angela. The Foundation of the United States Air Force. New York: U.S.
Government Printing Office, 1999.
Flag Etiquette.” Accessed 21 September 2001. http://www.annin.com/etiquette.htm
Franklin, Peter. “Red, White, and Blue: Give Your Flag Its Due.” Rocky Mountain News. 19
September 2001: 8-9.
COMM5 Instructor Manual Chapter 16
16-13
Rous, Ruth. “I am the Flag.” Accessed 21 September 2001.
http://www.usflag.org/I.am.the.flag.html
Schnauber, Howard. “My Name Is Old Glory.” Fort Collins Public Library Local History
Archive, oral history interview of Howard Schnauber. 17 November 1994. City of Fort
Collins, Colorado. Accessed 13 February 2002. http://library.ci.fort-
collins.co.us/local_history/topics/WWII/hist3b.htm.
Evaluation Checklist
1. Was the goal of the speech clear?
2. Did the speaker have high-quality information?
3. Did the speaker use a variety of kinds of developmental material?
4. Were the visual aids appropriate and well used?
5. Di the speaker establish common ground and was the content of the speech adapted to
the audience’s interests, knowledge, and attitudes?
6. Did the speaker’s introduction gain attention, goodwill, and lead into the speech?
7. Were the speaker’s main points clear, parallel, and in meaningful, complete sentences?
8. Did the speaker’s transitions lead smoothly from one point to another?
9. Did the speaker’s conclusion tie the speech together?
10. Was the language clear?
11. Was the language vivid?
12. Was the language emphatic?
13. Did the speaker sound enthusiastic?
14. Did the speaker show sufficient vocal expressiveness?
15. Was the speaker’s presentation spontaneous?
16. Was the speaker’s presentation fluent?
17. Did the speaker look at the audience?
18. Were the speaker’s pronunciation and articulation acceptable?
19. Did the speaker have good posture?
20. Was the speaker’s movement appropriate?
21. Did the speaker have sufficient poise?
22. Evaluate the speech:
Excellent
Good
Satisfactory
Fair
Chapter Activities
16.1: Describe It to Me
Purpose: To have students practice their descriptive abilities
Time: 10 minutes
Process: For this exercise, you will need a stopwatch or a clock with a second hand.
Divide students into pairs and have them sit or stand back to back so that
they cannot see each other. Hand one student a photograph, drawing, or
image from a magazine and tell this student to describe it to his or her
partner. The student with the photo is not allowed to show the photograph to
the second student or to say what it is he or she is looking at. Instead this
student must rely on verbal descriptions of size, shape, weight, color,
composition, age, condition, and spatial organization to describe the photo.
Based on the description being given, the second student will have three
COMM5 Instructor Manual Chapter 16
16-14
minutes to draw the image portrayed in the photo or guess what it is. When
the time is up, have the first student share the photo with his or her partner.
Then have students switch roles, and hand out new images to repeat the
process.
16.2: Speaker Reports
Purpose: To enhance students’ listening skills as they evaluate informative speeches
Time: 30 minutes
Process: In teams of four or five, students should attend a public lecture on campus or
in the community. Each group should attend a different lecture. As they listen
to the speaker, each student should independently take notes and
concentrate on trying to outline the presentation. For diversity infusion,
students could be required to listen to a speech related to a specific culture or
to an issue of multiculturalism. They should then bring their notes to class
and, in their original groups, compare notes and discuss differences. Then
they should present a summary of the lecture to the rest of the class. These
summary reports might be spaced periodically throughout the term. You
might also provide students with a checklist for assessing the following
aspects of the speech: speaker purpose, audience adaptation, credibility,
speech structure, style and delivery, and supporting materials.
16.3: Pre-Speech Feedback
Purpose: To provide the opportunity for students to gain (and use) feedback
Time: 30 minutes
Process: After you have given the informative speech assignment, divide the class into
groups of four or five. Students should then discuss with each other possible
topics for their speeches, their speech goals, their thesis, how they plan to
present their speeches, the kinds of supporting material or visual aids that
might be useful, and so on. Remind students that there is no such thing as a
perfect speech and that they will help each other the most if they give each
other constructive criticism.
So that the entire class can benefit from what each group has learned, have
each group present a brief summary of some of the specific changes
generated in the group dialogues.
16.4: Post-Speech Feedback
Purpose: To provide students with an opportunity to practice their informative speeches
in small groups
Time: 15 minutes
Process: Divide the class into small groups of four to six students. Have each
student stand and give an abbreviated version of his or her informative
speech to the group for one to two minutes. When each student is done,
he or she will listen to feedback from the group. Tell groups to share what
the speaker did well first, then to share what the speaker could work on
for the next time. Make sure that all students have a chance to practice
their speech.
COMM5 Instructor Manual Chapter 16
16-15
Journal Assignments
A. Using Memory Aids
What are some ways you have used memory aids, such as mnemonics, in the past? What
are some ways you could help apply some of these memory aids to remember key aspects
of your informative speech?
B. Information vs. Persuasion
Using examples from television and print advertisements, discuss how information can be
persuasive. Compare and contrast persuasive and informative speaking.
C. Finding Creativity
Using your informative speech topic, develop several creative metaphors, memorable
quotes, and descriptive narratives that can be used within the speech.
What Would You Do?
A Question of Ethics
After class, as Gina and Paul were discussing what they intended to talk about in their
process speeches. Paul said, “I think I’m going to talk about how to make a synthetic
diamond.”
Gina was impressed. “That sounds interesting. I didn’t know you had expertise with
that.”
“I don’t. But the way I see it, Professor Henderson will really be impressed with my
speech because my topic will be so novel.”
“Well, yeah,” Gina replied, “but didn’t he stress that for this speech we should choose a
topic that was important to us and that we knew a lot about?”
“Sure,” Paul said sarcastically, “he’s going to be impressed if I talk about how to
maintain a blog? Forget it. Just watch—everyone’s going to think I make diamonds in my
basement, and I’m going to get a good grade.”
1. Is Paul’s plan unethical? Why?
2. What should Gina say to challenge Paul’s last statement?
PopComm!
Coloring the News: Is the Information Provide by the Media Biased?
When you watch a newscast or read an online news article, do you expect the information
you receive to be objective and reported without any kind of bias? Or do you assume that
all news is biased in some way? Or do you assume bias only from certain sources, such as
FOX News or MSNBC, which have both been accused of, respectively, a conservative and a
liberal bias.
What makes us think that the news we receive is biased or unbiased? One of the factors
is presentation. One journalist who personifies a professional, unbiased delivery—even
almost thirty years after his final broadcast as a news anchor—is Walter Cronkite. Cronkite
anchored and reported for the CBS Evening News from 1962 to 1981 and was so admired
and respected that he was named “the most trusted man in America” in a 1972 poll. He
delivered the news in a calm, straightforward manner no matter what he was reporting,
betraying emotion only rarely, such as when he announced the death of President John F.
Kennedy. He also took pains to ensure that he would be clearly understood by listeners,
training himself to speak 124 words per minute, which is 40 words per minute slower than
COMM5 Instructor Manual Chapter 16
16-16
the average American speaks. And he always made it very clear when he was veering from
the reporting the news to expressing an opinion. A tireless advocate of objective journalism,
he once said, “[The journalist’s] job is only to hold up the mirror—to tell and show the
public what has happened.”
Contrast this image of responsible, reliable reportage with the information we receive
from many cable TV news programs today. In an effort to fulfill cable TV’s demand for 24-
hour-a-day programming, even respected news organizations such as CNN must present
not only the “hard news” but also news analysis, sensational graphics, and chitchat among
program hosts. As a result, the news many people watch blurs the lines between opinion,
entertainment, and the straightforward presentation of facts. In addition, some cable news
anchors and show hosts have become the subject of controversy for their on-air rants,
partisan attacks, and melodramatic grandstanding, including Bill O’Reilly, Keith Olbermann,
and Geraldo Rivera—all of whom are reporters who were trained in the principles of fair
reporting.
Another factor that makes us suspect the information in news reports is biased is how
events are covered. News coverage during presidential campaigns tends to generate a lot of
interest and analysis. During the 2008 presidential race, some charged the media was
showing bias in support of Democratic candidate Barack Obama. The Washington Post’s
Deborah Howell reported that during the first week of June 2008, Obama dominated political
stories by 142 to Republican candidate John McCain’s 96, a 3-to-1 advantage. Although she
acknowledged that numbers weren’t everything and that Obama generated a lot of coverage
because he was the first African American nominee and initially less well-known than
McCain, she argued that readers deserved comparable coverage of both candidates.
Nonetheless, there is little consensus in the debate over media bias. People disagree not
only about the issue of bias itself, but also about how to determine if there is bias, or if such
a determination is even possible. For example, expert statistical analysis of media bias, such
as A Measure of Media Bias by Tim Groseclose and Jeffrey Milyo, has been disputed by other
experts who believed there were faults in this study’s research methods. And Scientific
American’s Vivian B. Martin writes, “Most media scholars do not think the issue of bias can
be settled by a formula.”
Whatever your thoughts about media bias, you’ll be a better-informed consumer if learn
how to evaluate news source bias critically. Fairness and Accuracy in Reporting (FAIR)
provides a helpful list of factors that can contribute to bias in news reporting:
• Corporate ownership
• Advertiser influence
• Official agendas
• Telecommunications policy
• The public relations industry
• Pressure groups
• The narrow range of debate
• Censorship
• Sensationalism
FAIR also recommends asking the following critical questions when evaluating news
information:
• Who are the sources?
• Is there a lack of diversity?
• From whose point of view is the news reported?
• Are there double standards?
• What are the unchallenged assumptions?
• Is the language loaded?
• Is there a lack of context?
COMM5 Instructor Manual Chapter 16
16-17
• Do the headlines and stories match?
• Are stories on important issues featured prominently?
Sources:
Hinckley, D. (2009, July 18). Walter Cronkite remains gold standard for journalists.
NYDailyNews.com. Retrieved from
http://www.nydailynews.com/entertainment/tv/2009/07/18/2009-07-
18_he_remains_the_gold_standard_among_all.html; How to detect bias in news media.
(n.d.) Retrieved from FAIR (Fairness and Accuracy in Reporting) Web site:
http://www.fair.org/index.php?page=121; Howell, D. (2008, August 17). Obama’s edge in
the coverage race. Washington Post. Retrieved from http://www.washingtonpost.com/wp-
dyn/content/article/2008/08/15/AR2008081503100.html?sub=AR; Leopold, T. (2009, July
18). Former CBS anchor ‘”Uncle Walter” Cronkite dead at 92. CNN.com. Retrieved from
http://www.cnn.com/2009/US/07/17/walter.cronkite.dead/index.html; Liberman, M. (2005,
December 23). Multiplying ideologies considered harmful. Retrieved from
http://itre.cis.upenn.edu/~myl/languagelog/archives/002724.html; Martin, V. B. (2008,
September 26). Media bias: Going beyond fair and balanced. Scientific American. Retrieved
from http://www.scientificamerican.com/article.cfm?id=media-bias-presidential-election;
What’s wrong with the news? (n.d.). Retrieved from FAIR (Fairness and Accuracy in the
News)Web site: http://www.fair.org/index.php?page=101
Experiential Assignments
Evaluating Demonstrations
Watch an informative speech involving a demonstration and evaluate how effectively the
speaker performs the demonstration. (Do-it-yourself and home improvement TV programs,
like those on the cable channels DIY and HGTV, often feature demonstrations.
Demonstrations are also features on programs on the Food Network.) Did the speaker
perform a complete or modified demonstration? Did the speaker use only the tools and
equipment needed to perform the demonstrated task, or did he or she also use other items,
such as visual aids? How effective was the demonstration overall? Could the speaker have
improved any areas of the demonstration? Explain.
Creating through Productive Thinking
Use the data in the table on page 16-18 to practice productive thinking. Create a list of all
of the speech ideas suggested by these data.
COMM5 Instructor Manual Chapter 16
Top Business and Labor and Professional Campaign Donors, 2002–2014 Election Cycles
RANK
FIRM or GROUP
TOTAL
CONTRIBUTIONS
1.
The Fahr Group (executive recruitment)
$75,289,659
2.
Las Vegas Sands (casinos)
$69,440,942
3.
National Association of Realtors
$68,683,359
4.
AT&T
$61,004,110
5.
Perry Homes (construction)
$55,482,749
6.
Goldman Sachs (bank)
$52,230,718
7.
Contran Corp. (conglomerate)
$45,763,122
8.
Soros Fund Management (hedge fund)
$44,442,608
9.
Adelson Drug Clinic (drug treatment centers)
$42,521,518
10.
Newsweb Corp. (media)
$40,253,121
RANK
UNION or GROUP
TOTAL
CONTRIBUTIONS
1.
Service Employees Int’l. Union
$222,434,657
2.
American Fed. of State, County, and Municipal
Employees
$93,830,657
3.
National Education Association
$92,972,656
4.
American Federation of Teachers
$69,757,113
5.
Carpenters & Joiners Union
$67,778,534
6.
Int’l. Brotherhood of Electrical Workers
$63,572,836
7.
United Food & Commercial Workers Union
$63,229,927
8.
Laborers Union (construction)
$57,644,241
9.
Amer. Association for Justice (trial lawyers)
$48,004,160
10.
AFL-CIO
$45,587,534
Source: Sidlow, E. and Henschen, B. GOVT8. Mason, OH: Cengage, 2016. pp. 127–128.
